Flexible Learning Perspectives of Selected Stakeholders at Tandang Sora National High School as Contextual Inputs in the Development of Learning Action Cells for Grade 9 Science

Abstract

The notion that the educational system of today uses a variety of shifting techniques, such as the distance learning component using flexible learning scheme, to give students learning continuity throughout their academic careers. The study aimed to determine the opinions of a selected number of stakeholders from a public school in Quezon City regarding the implications of flexible learning as a factor in making science learning action cells for ninth graders. A mixed-method research design was used to gather both numerical and descriptive values from all participants related to the study's topic using validated survey instruments to identify any correlations between respondents' answers. With a reliability score of 0.9, the science 9 learning assessment, stakeholder perspectives on online and modular learning, and group learning situation models using a flexible learning scheme and validation process all showed no discernible differences. By averaging the scores of 4.39, study found that stakeholders' opinions with regards to the use of digital education, self-paced modules, and adaptable learning scheme for science learning assessments strongly agreed on the adaptability of using multimedia learning resources efficiently. The study also showed a significant level of flexibility, with a median data value of 3.91 indicating that science lessons were enhanced by the implementation of flexible learning with parental guidance. Finally, the validation process showed that activities should be tailored to each student's learning style with a high degree of average mean value of 5.00. Planning of programs for each school were highly recommended.